If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion ButtonAnd, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these. Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
Ask who has evidence of learning for Evidence Board.
Sign up for Speak Like a Geek presentations today (see next pages). This is second Board Presentation. Students define word, use it in a sentence, answer questions. It takes about three minutes. Presentations start after holidays.
Speak Like a Geek covers words used during tech class—likely from lessons in this curriculum. Students independently figure out meanings of these words using parents, friends, classmates, even you as teacher if they get desperate. Students may look words up on internet, but caution them not to use terminology they don't understand.
Open word processing program like Word, Open Office, Google Docs. Add heading to top of doc.
Review writing rules that apply to whatever type of writing students will do during this project. It can be letters, stories, poetry—anything that supports classroom inquiry. Students should have a writing project with them that they completed in their class.
Give students ample time to type. While they type, have them take turns signing up for Speak Like a Geek. Be sure they fill out a sheet with their name, vocabulary word, and presentation date (see end of lesson).
When done typing, select entire piece (Ctrl+A), change font size to 14-18 (depending upon how much they wrote).
Change font, font size, and font color of three-five words in project (see inset).
Add a title.
Add festive border.
Add pictures that fit the theme of the story. Remember: pictures communicate information. Use them in that manner. Remind students picture goes where cursor is blinking.
Before printing, insure everything fits on one page. If not, resize images and/or font.
Those who don’t finish: No worries. Finish next week while others create a holiday card in Publisher.
Remind students: Every time they use the computer, practice good keyboarding skills.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Save (Ctrl+S), save as to flash drive for back-up, print (Ctrl+P). Ask students about difference between ‘save’ and ‘save-as’? And why back up? Is that really necessary?
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
As you teach, remember to use correct vocabulary. Find opportunities to incorporate lesson vocab.
More
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
MS Word Tricks Students Should Know
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
Finished Problem Solving Board presentations.
Anyone have transfer of knowledge from tech to classroom or home? Share with class and put a badge on Evidence Board. Do this every 2-3 weeks.
Open Word (or similar word processing program that allows for tables). Before starting this week’s project, review MS Word tips on next pages. Demonstrate what they are and how they help. Have students follow on their computers.
Open last week’s table project. Finish landforms and examples.
Demonstrate how to find images for ‘Picture’ column of table:
Go to Google Images
Search for pictures of landforms.
Copy-paste from internet to table cell where it belongs
Resize so it fits well.
Point out how to toggle between internet and table with shortkey, Alt+Tab. Have them try it. Those who don’t get it can continue to toggle off taskbar.
Before students start: Discuss images. Do they enhance communication of this topic? How does understanding change based on words or pictures?
Also: Discuss use of internet images. Is it OK to use any internet-based images without crediting creator? This will be covered thoroughly in Lesson 15.
Have students complete their table. When done, discuss how grouping information and providing images makes the topic clearer.
Remind students: Every time they use the computer, practice good keyboarding skills.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Done? Save to network folder; save-as to flash drive if appropriate. What’s the difference? Close with Alt+F4.
As you teach, incorporate lesson vocab. Check this item if you did that today!
Those who finish: Practice QWERTY row on online site. Remember that speed and accuracy count in third grade. Keep hands curved over home row; body square in front of keyboard, good posture; elbows at sides; eyes on screen
Remind students to transfer knowledge to classroom or home
As you teach, incorporate lesson vocab. Check this item if you did that today!
For those done, make a Thanksgiving/holiday card in Publisher using 2nd grade skills.
Close to desk top with ‘x’ or Alt+F4.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
MS Word Tricks Students Should Know
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
landforms_talbe_2011.gif
Continue Problem Solving Board.
Open Word (or similar word processing programs that allows creation of tables) and put standard heading at top of page—name, teacher, date. Use keyboard shortcut for date (Shift+Alt+D).
Discuss the meaning of ‘table’. Why would one organize information in a table (Hint: It’s a great way to group related information)?
Where have students seen tables before (sports roster?). Show students what information looks like 1) in a table, and 2) in paragraph format. Which is easier to understand? How does arranging information by category and group aid in comprehension?
Relate this information arrangement to graphic organizers—wasn’t the graphic organizer in the previous unit easier to understand than the text?
Model how to add a table. Leave one row out to show how easily rows are added. Type in column and row categories (see inset).
Discuss the meaning of ‘headings’ and ‘categories’
Have students add a table with three columns, four rows—we’ll add extra rows as needed.
Add heading to each column—we’ll use ‘landform’, ‘example’, picture’ in this lesson.
Discuss each landform. As a group, come up with exemplars for ‘Example’ column. These can come from class discussion or student personal knowledge. Notice how cell grows to accommodate information.
Tab to move to next cell. Continue with all landforms.
Here are basics to move around table:
Tab—move right
Shift+tab—move left
Enter—create a second line in cell
Tab in last cell of table—add a new row
Remind students: Every time they use the computer, practice good keyboarding skills.
Students will add pictures next week.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Done? Save to network folder, save-as to flash drive (if available). What’s the difference between ‘save’ and ‘save as’?
Those who finish: Practice keyboarding on installed software or online site. Speed and accuracy counts in third grade. Keep hands curved over home row; body square in front of keyboard; elbows at sides; eyes on screen.
Remind students every week to transfer knowledge to the classroom or home. Tuck chairs under desk, headphones over tower; leave station as you found it.
As you teach, incorporate lesson vocab. Check this item if you did that today!
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
Homework due last day of each month. See end of text for assignments.
Anyone have transfer of knowledge from tech to classroom or home? Share with class and put a badge on Evidence Board. Do this every 2-3 weeks.
Continue Problem Solving Board presentations.
Open Word (or similar word processing program); open story saved last week.
Spell check (right-click on red squiggly lines). Model if necessary.
Grammar-check (right-click on green squiggly lines).
Remind students: Every time they use the computer, practice keyboarding skills.
Now that story is written, student knows title. It is exciting, pulls the reader in, is short and concise. Add it to story.
Finish story formatting using skills learned last year. Demonstrate and then guide students to achieving them:
Change font/size/color of three words by clicking inside word (not highlighting) and selecting tool from ribbon.
Add a festive border. Be sure it’s a ‘page border’.
Add three pictures by clicking where picture should go. Notice blinking cursor. That’s where image will go. Insert from clipart. Use handles to resize. Story must fit one page.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
When student thinks s/he’s done, fill out rubric with a partner (next pages) to verify all skills are included.
Check Print Preview to be sure story fits one page. Print (Ctrl+P). Save (Ctrl+S); save-as to flash drive. Discuss difference between ‘save’ and ‘save-as’.
Mulligan Rule is in effect with this project.
Close down to desktop (Click all ‘x’s and save, or Alt+F4).
Those who finish: QWERTY row practice on online typing site. Goal: 15 wpm by end of third grade. Correct posture, legs in front; hands in home row, curved over keys.
As you teach, incorporate lesson vocab.
Remind students every week to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
Remember: Homework due at end of each month.
Problem Solving Board presentations today (and every week). See grading rubric under Lesson #4. Are there any problems presenters are having (i.e., not speaking loudly enough)? Review before today’s presentations for the benefit of all.
Start Word project—Week 1 of 2. Open MS Word (or your school word processing program. Be sure it allows for insertion of pictures). This project will review what students know.
Start with heading—name, teacher, date. Why is a heading helpful?
Use keyboard shortcut for date (Shift+Alt+D).
Copy story on next page (see inset) including crossed out words and misspellings—don’t change them! As students type, display it on SmartScreen.
Remind students: Every time they use the computer, practice good keyboarding skills.
What are red, green and blue squiggly lines? Demonstrate how to use right-click to correct misspellings, grammar errors. Have them do this also.
Explain a ‘synonym’. Can anyone suggest synonyms for crossed out words ‘little’ and ‘fun’? Why is ‘little’ not very descriptive? A mouse is little compared to an elephant, but not so little compared to a grasshopper. Think of the word ‘old’. Students consider twenty old. Others consider it young. What’s a better description that everyone would get? Scribe to SmartScreen the terms students think up. Pick one. How does it tweak meaning? Is this your intention? Now try synonyms for ‘fun’ as a group. Now have students add more synonyms to their story.
Next, add sentence(s) to story that include detail on character(s), setting, plot. It should develop experiences or events using descriptive detail and clear event sequences. Demonstrate what this means and have students add sentence(s) to their story.
Finally, add an ending sentence that provides a sense of closure. Demonstrate what this means. Have students add closing sentence.
Next week, students will finish story and decorate.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Those who finish: Practice Home row using online keyboard program. Third grade goal: 15 wpm.
Remind students to maintain correct posture, legs in front; hands in home row, fingers curved over keys every time they sit at the computer—not just for keyboard practice.
As you teach, incorporate lesson vocab.
Save (Ctrl+S). What’s the difference between ‘save’ and ‘save-as’? When do you ‘save’ and when ‘save as’?
Close down to desktop (Alt+F4).
Remind students every week to transfer knowledge to the classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Practice keyboarding with DanceMat Typing or Nimble Fingers (Google name for website). Only homerow this first month! Review good posture tenants with students.
Problem Solving Board presentations start today. Remind students what is required in a presentation (see rubric at end of Lesson 4). Follow agreed-upon discussion rules (per Common Core Standards—ask questions respectfully, listen to others with care, speak on topic one at a time).
Discuss presentations. What have students learned about presentations?
This is Week 2 of 2 on graphic organizers. Students can sit in their groups if doing this project in that manner. See samples in text.
Continually throughout the class, check for understanding. Expect students to solve problems and make decisions.
Remind students to save early/save often. Why? What does this accomplish? (see poster in text).
Finish labeling each layer. Remember grammar/spelling.
Format graphic organizer to reflect student unique communication of information.
Save project to student file folder; save-as to flash drive (if available). Why save a second copy? Prompt students to understand why they ‘save’ once and ‘save-as’ the next time.
Print (Ctrl+P); close Word (Alt+F4)
As you teach, incorporate lesson vocab. Check this item if you did that today!
Those who finish: Go to websites on an inquiry topic. Check appendix for list by subject. Remind students how to use the internet safely.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Warm up with keyboarding with DanceMat Typing or Nimble Fingers (Google name for website). Only homerow this first month! Review good posture tenants with students.
Take a few minutes to review most important keyboard keys (see end of lesson).
Homework has started. Any questions?
Problem solving Board starts next week. Any questions?
Review last week’s Hardware Quiz? Any answers routinely missed? What’s the Mulligan Rule?
whats a mulligan.jpg
Today, we use a word processing program (in this case, Word, but pick any that allows editing of graphic organizers. The lesson is program-neutral as long as it's word processing) to help understand sets. What are sets? Likely, this is a new concept. Ask a few leading questions:
Is this class made up of boys and girls?
Do girls in this class have blonde, black, brown hair?
Is there someone in the class who is a girl and has black hair?
Here’s a third grade definition: Sets organize membership in groups.
Start with one student in class—‘Joey’. On SmartScreen, open SmartArt in Word. Pick ‘target’ and put ‘Joey’ at center (see below). Can someone describe Joey?
He likes soccer
He has a dog
He has red hair
Poll class on who else has these factors. Results will be something like this:
Have red hair—2
Like soccer—8
Have a dog—20
Now ask everyone in class to stand up. Those who like soccer, remain standing. Everyone else sit down. Those who have a dog and are standing, remain standing. Those with red hair and like soccer and have a dog remain standing.
Order Target diagram from lowest number (Joey) to highest (class). That means:
In the set of all students in class, Joey is a subset of students who have read hair, like soccer, and have a dog.
Not very clear? What if I wrote it visually, like the inset in the textbook. The smallest number (Joey) goes in the middle. The largest (entire class) goes on outside rim. The rest are sorted in between. This is a viable mathematical model for this organizational problem.
Let’s try it on the space science unit being discussed in class (or what fits your class). How is the Universe organized? Gently, take student suggestions until you get these categories:
City
County
State
Country
Continent
Hemisphere
Planet
Solar system
Galaxy
SAVE EARLY SAVE OFTEN.jpg
Have students organize categories. Write their thoughts on SmartScreen. Work together until students agree on the order, from smallest to largest: Are all counties in a state? Are all states in a country? And so forth.
Open word processing program used in your school that accommodates visual diagrams. Review menus, ribbons, tools, page layout. What do students remember from last year? Use this as a formative assessment if you'd like.
Put heading (name-teacher-date) at top of page (see textbook inset for sample). How do students figure out date?
Add title centered. Why are titles centered?
Insert SmartArt.
Start with smallest group in center (city); fill each level outward with next largest as agreed upon by class.
Discuss each level—What’s the name of our solar system? Is there more than one Universe?
When done, have students replicate on their own computers, in groups if you wish. When all layers complete, check grammar and spelling.
Format graphic organizer with tools.
Remind students: Every time they use the computer, practice good keyboarding skills.
Remind students to save early/save often. Why? What does this accomplish?
Save project to student network folder. We’ll finish next week. Remind students of the difference between ‘save’ and ‘save-as’.
Why is it important to put student name in file name? Demonstrate a search of student name. See how their files show up even if they didn’t save it right—as long as they saved it to network? Putting their last name in the file name makes it to lose their work.
As you teach, incorporate lesson vocab. Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Remind students every week to transfer knowledge to the classroom or home.
Tuck chairs under desk, headphones over tower; leave station as they found it.
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
Assessment strategies--see textbook. Questions? Use Discussion Button above.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. Problem SolvingWeek of Sept. 23rdLesson 4 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these. Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
Hardware Quiz today (see Lesson 2 for sample). Give students about ten minutes. They know this material. Remind them spelling counts. This is a good focus area for domain-specific language. Any questions before beginning?
Those who finish practice keyboarding on DanceMat Typing or Nimble Fingers until all students finish. Only homerow! Observe students for correct posture, hand position, legs in front of body. Remind students: Every time they use the computer, use good keyboarding habits.
When everyone done, remind them of Mulligan Rule. What’s that (there's a poster in the book about this)? Any golfers? What’s a mulligan in golf? Here, it means: If they don’t feel they showed their true knowledge on any quiz or project, they can retake for full credit. Few will; those that do work hard to do better.
Review hardware problems—i.e., volume doesn’t work, computer doesn’t work—and how to solve them.
Review keyboard shortcuts (shortkeys) with students (see list in book of most common 3rd grade shortkeys) as an approach to problem solving. Ask students to start using these. For example, instead of using File-exit to close a program, use Alt+F4. When saving, use Ctrl+S. When printing, use, Ctrl+P. Students love shortkeys. They will challenge each other to see who can get a task done fastest.
Review Problem solving (see textbook for list) in preparation for upcoming Problem Solving Board. Do this as Q&A—ask question; see who answers.
Sign up for Problem Solving Board. I get a lot of questions on this Board so feel free to post yours on the Discussion Tab. Chances are, someone else has the same concern. Problem Solving Board is the first of three Board presentations students will participate in during the school year to practice speaking and listening skills:
Problem solving board
Speak Like a Geek—vocabulary board
Google Earth Board
Review Speaking/Listening skills:
Come to Presentation prepared
Follow agreed-upon rules for asking questions in respectful ways, listening to others with care, speaking one at a time about topic under discussion
Ask questions to check understanding, stay on topic, and link comments to remarks of others
Explain ideas and understanding
Problems solved on this Board cover issues raised during class (collect problems throughout year for next year's Board). Students can think back on how they were solved in the past, ask friends/family, ask you as a last resort. During presentation, students will relate problem and how to solve it, and answer questions. It takes about three minutes.
Review grading (see textbook).
Students sign up while others visit class internet start page for websites that go along with inquiry.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Explain the Evidence Board to students. How have students taken what they learned in class into their lives and other classes? Ask about this several times a month, starting with today. Don't worry if not many share at first. They will, as they get excited about what you're teaching.
Remind students: Hardware quiz next week. Complete study guide under Lesson #2 as a group and use as reference. Questions? If you have GAFE, add this to the calendar as a reminder. Better: Make one student responsible for all calendar entries. Show the class how to do this and take volunteers. This can rotate monthly.
Discuss results of keyboard speed quiz. Everyone passed. This was a benchmark.
Practice keyboarding home row with DanceMat Typing or Nimble Fingers. Observe students for correct posture, hand position, legs in front of body. See keyboarding anecdotal observation checklist at end of lesson.
As students practice, share problems you observed when they took speed quiz last week (i.e., flying fingers, flying hands, flying elbows, thumbing in keys as though they were texting).
Review Homework Policy again—due last day of month at midnight, via email. Homework is as follows:
October: Home row
November: QWERTY row
December: Lower Row
Jan-May: All rows using installed software or online website
Ask a student: When is October homework due? October 31st? Ask another student: What is it? Home row.
Pick lessons on DanceMat and/or Nimble Fingers that deal with row being emphasized, i.e., this month, it’s homerow.
Discuss purpose of email. What are student thoughts on that? Is it more like Snail Mail or texting? Or somewhere in between? How might the structure of email differ based on its purpose? Should it be long or short? Formal or informal? What tasks is it best suited for—stories? Opinion pieces? Informative discussions? For the conveyance of information and data? Persuasive pieces? Go through the types of writing students will work on this year. How many students have email accounts? Which of these suit email—if any?
Open lab email software on SmartScreen. Review layout (see inset—this sample is from Gmail). Remind students: There are many email programs. The one they have at home may be different from the school’s. Ask parents to help.
Review email fields. Use tab to move between fields:
To: Spell address correctly or it won’t reach recipient
Cc: send copy to anyone mentioned
Bcc: send copy without telling sendee
Subject: Summarize purpose
Body of email: Be brief. Use correct grammar and spelling. You can include pictures, links, and text
Attach: This is how you include a file in email
Review how to attach a document and how to open one that is attached. Pause here to discuss whether students should open documents attached to emails. Anyone have family who had problems from doing that? In short: Only open attachments from people you know.
Discuss email etiquette (see list in textbook).
Have students do a sample email (if your set-up allows this) aligned with a writing style they are covering in class. Include text, images, links, and an attachment. Walk around and help. Experiment with editing tools—similar to MS Word.
Have students address it to you. This is a good opportunity to see if they know your email (for homework and projects).
Show students how to check ‘Sent’ file to be sure email went out.
Show how to ask for a receipt.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
As you teach, incorporate lesson vocab. Check this item if you did that today!
Remind students every week to transfer this knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as students found it.
More
How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned. Parts of the ComputerWeek of Sept. 9thLesson 2 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Review parts of computer (see textbook)—quiz in two weeks (the review and the quiz are the same document. You can change that if you want). It will include major parts (CPU, monitor, keyboard, mouse, headphones, USB port, peripherals, important keys. Fill the study guide out as a class and let students know that the quiz looks much like the study guide...
If you have GAFE, students can fill a template of the study guide out while the class reviews for the quiz and have it available online for studying.
Students are graded on spelling (because there’s a word bank; all they have to do is copy). The words are domain-specific vocabulary students should use when they discuss any of the computer's parts.
Keyboard speed quiz today. Students have one quiz per grading period. Warm up with installed software or online program (see appendix for suggested sites).
Review keyboarding hints (see text). Circle back on these throughout year.
Give students 5-10 minutes to practice, then start. Practice with the quiz or on TypingTest.com (take a three-minute quiz)
Open MS Word (or similar word processing program). Use this opportunity to review word processing program used in your school (Word, GAFE, OO, Text, other). Review program layout—menu bar, ribbons, blinking cursor (these are good domain-specific words). Students will remember most of this from 2nd grade. Have students put heading at top of page (their name, teacher, date). Review: What is a heading?
Speed quiz is 5 minutes (see sample in text). Tell students not to correct spelling/grammar during test. They’ll have one minute to correct after buzzer. Remind them to use F7 or right click on squiggles.
Can students take the quiz online through TypingTest.com? Sure, but I prefer using the word processing program. It gets us back into the program early in the school year and word processing is a skill many 3rd grade classes require for classwork/homework.
At end of quiz, have students type word count at bottom of quiz. Where's the word count? Have students look around screen until they find it. Don't jump in to help too fast. You want students to get comfortable with how to search out answers themselves.
Review grading policy—that grade is based on improvement (see text for breakdown). Review grade level standards (see detail in text--your school may differ). I give Free Dress Passes (great for uniform schools) to students who meet third grade expectation of 15wpm. This is optional. I do find students who want that prize will practice and retake quiz in an effort to win it (I allow them to retake all quizzes as often as they want without penalty)
Save to student network folder or Google Drive where you can access for grading (no need to print).
Discuss evidence of learning for Evidence Board. How do students take a tech skill like keyboarding and transfer it to their lives and other classes? Ask about this several times a month and post the evidence for all students to benefit from.
Continually throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
How do I determine keyboarding speed?If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech Teacher
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Tour classroom (click here for pictures of mine). Show students where everything is. Likely, students are used to your set-up by now. Review important posters (see those at end of unit), i.e., difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’ (or whichever you consider most important). Pay special attention to Evidence Boards (see inset picture). This is where you collect evidence that students transferred skills learned in tech class to other classes, home. Let the students know you'll provide more detail later.
Ask for student suggestions about rules they think help class to run smoothly (see list at end of lesson):
No excuses; don’t blame people; don’t blame the computer
No food or drink around computer. Period.
Respect the work of others and yourself
Make sure list includes Common Core class discussion guidelines such as 1) listen to others, 2) take turns speaking, 3) wait to be called on before speaking.
Review computer hardware (this should be easy for students. Let them come up with all the information):
Mouse—left and right buttons, mouse wheel, click and double click, hover, drag-and-drop
CPU—point out power button, CD drive, USB port
Monitor—point out power button, screen
Headphones—point out volume control and show how to adjust
Keyboard—point out home row, F4, enter, spacebar (see list of important keys under Lesson 5)
Power buttons—on monitor and CPU. Know the difference
Station number—behind monitor (or wherever yours is)
Review how hardware causes problems and what to do about it (again, by 3rd grade, students should know this information):
Mouse—not plugged in, light off on bottom, asleep (and computer doesn’t seem to work)
Headphones—not plugged in, using wrong headphones, volume control
CPU/Monitor—power off
Keyboard—if NumLock doesn’t work, keyboard isn’t working
photo.JPG
Review Problem Solving Board. On the first day, I have these sign ups quite visitble on the walls so students are curious. You may choose to do this online--that works great, too. These are tech problems students should be able to solve by year end, such as (let students know you'll have more on this later):
Difference between ‘save’ and ‘save as’
Difference between backspace and delete
Difference between format and edit
Review homework policy (see monthly homework in back of text) if you're assigning homework.
Discuss student tech goals in terms of blended learning—how technology supports education and life. What are student goals? Help them phrase goals organically, as authentic tasks:
Not: I want to learn PowerPoint Rather: I want to learn to communicate more effectively
Discuss how students transfer what they learn from class to their lives and other classes. Ask about this several times a month and post the evidence on Evidence Board for the benefit of all students.
Open class internet start page on SmartScreen (see article at end of lesson and see asample of my page here). What is the ‘class internet start page’? Do students remember it from last year? This is where students find websites to be used during the current week, bundles of themed websites, and a class ‘to do’ list.
As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary.
Continually throughout class, check for understanding.
Expect students to solve problems and make decisions.
Remind students to transfer knowledge to classroom or home.
Have you answered the Essential Question? Have you covered the Big Idea?
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. None today!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Research on the crayfish. Students are reintroduced to Nettrekker.
Explore creative ways to report about crayfish: Voicethread;
Glogster.edu;
Week of April 29-May 3, 2013
Continued: Students will practice using keynote to create slides for chapel using various worship songs.
Skilss include adjusting for font styles and size; importing backgrounds; shade tool.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Week of April 22-26, 2013
Students will practice using keynote to create slides for chapel using various worship songs.
Skilss include adjusting for font styles and size; importing backgrounds; shade tool.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 15-19, 2013
Students will practice using keynote to identify and describe crayfish within the classroom.
This lesson involves some research skills. Students may use Instagrok from the previous week.
Week of April 8-12, 2013
Introduce students to InstaGrok a research tool that allows the student to visually map out research.
Choose a topic that is currently being used in science class: Crayfish?
Continue with Type to Learn 4
Week of April 1-5, 2013
Easter Break
Week of March 25-29, 2013
Introduction to KEYNOTE/POWERPOINT - Final Class
Keynote presentation - Students will present their keynote to the class. Students will be expected to face the audience, introduce themselves, introduce the topic, speak loudly and clrealy and answer questions. POSITIVE critiquing only! This is a learning experience for the students and an opportunity to develop speaking skills.
Week of March 18-22, 2013
Introduction to KEYNOTE/POWERPOINT - CONTINUED
Keynote presentation - Students will present their keynote to the class. Students will be expected to face the audience, introduce themselves, introduce the topic, speak loudly and clrealy and answer questions. POSITIVE critiquing only! This is a learning experience for the students and an opportunity to develop speaking skills.
Week of March 11-15, 2013
Introduction to KEYNOTE/POWERPOINT - CONTINUED
Keynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote. 2 Slides per planet.
Week of March 4-8, 2013
Introduction to KEYNOTE/POWERPOINT - CONTINUED
Keynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote. 2 Slides per planet.
Week of February 11-15, 2013
Introduction to KEYNOTE/POWERPOINT
Keynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote.
Week of February 4-8, 2013
Introduction to KEYNOTE/POWERPOINT
Keynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote.
Week of January 28-February 1, 2013
Shadows All Around Us – Lesson will review the Drawing toolbar and shadow styles in PAGES. Students will manipulate the drawing tools and shapes to create shadows. Smartboard Lesson:Groundhog Day and Shadows Type To Learn 4 Continued. Hand placement and posture will be revisited.
Week of January 14-18, 2013
Emphasis on Keyboarding skills
Students will continue with Type to Learn 4.
Students will continue practicing with Nettrekker for Research skills: President's report. Solar System.
Week of January 7-11, 2013
Presidents Report - share Nettrekker and how to use this resource.
Brainpop - US Presidents.
Students will use Nettrekker to find and print an image of their president to use for their reports.
Week of December 3-7, 2012 though December 10-14, 2012
Holiday cards using Pages. Students will create their own holiday cards.
Students will learn to use templates, clip art, font styles and color, alignment.
Students have their pictures taken with a digital camera and then learn to incorporate the JPEG image into a holiday card.
Right Click; Copy image. Right Click; Paste Image
Students will also learn how to vertically and horizontally align a text box. Week of November 26-30, 2012 - December 2012 Continued from last week - this lesson incorporates using the table and research on Indians.
Start Indian table in PAGES
Open template page layout to "landscape"
Add Title "Indians" and center it.
Push Enter twice (to place your table lower)
Add table with 7 rows and 6 columns
Add labels as shown in the example in row one and column 2-7
Add an Indian tribe from each Territory
Copy and paste a picture of each Indian Tribe from Yahoo Images or Nettrekker or the sites that we are using. (Right click on image; copy; right click on cell; paste)
Discuss what are tables and why are they used. Share common ways people use tables. Why might tables assist in organizing information? Relate tables to purposes students might be familiar with, i.e., sports rosters
Open PAGES--add heading. Why a heading
Add title--centered. This should be a topic that ties in with classroom conversation. I'm using 'THANKSGIVING'.
Model adding a table, then add column headings and row categories. Discuss why headings and categories
Have students add table (see pg. 48 for details)
Fill table in together with info learned in class. Fill in 'FOOD', 'FOOTBALL' and 'GAMES columns Fill this in together as students come up with examples and definition.
Done? practice keyboarding using installed software or online website
Week of November 12-16, 2012 No School - Veteran's Day Weekend
Week of November 5-9, 2012
Common Sense Media: Digital Citizenship
Digital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
Understand that when they are online, they are communicating with real people
Consider their responsibilities to their offline and online communities
Learn that when they are online, they are responsible for themselves and for others
Understand that good digital citizens are responsible for themselves and respectful in the online world and beyond
Unit: Digital Life
My Online Community
Students will:
Consider what it means to go online and use the Internet
Compare and contrast how they are connected to different people and places, in person and on the Internet
Demonstrate an appreciation of how people can connect on the Internet by drawing a map of their online community
Follow the Digital Trail
Students will:
Learn that their online information leaves a digital footprint or "trail"
Explore which information is appropriate to put online
Judge the nature of different types of digital footprints by following the information trails of two fictional animals
Week of October 29-November 2, 2012 Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
Unit 2: Security
Keep it Private
Students will:
Recognize the kind of information that is private.
Understand that they should never give out private information on the Internet
Learn to create effective user names that protect their private information.
Week of October 22-26, 2012
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
Unit 1: Safety
Staying Safe Online
Students will:
Understand that being safe when they visit websites is similar to staying safe in real life.
Learn to recognize websites that are good for them to visit.
Recognize if they should ask an adult they trust before they visit a particular website.
Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.
Week of October 8-12, 2012
Lesson #5 from workbook - Graphic Organizers - Continued from September 24th.
Introduction to Type to Learn - Students will be given usernames and passwords. Username: First Name and Last Name (all one word - no spaces.
Password: wcs
Introduce Type to Learn 4 via the Brightlink and show students each category of each mission.
Begin Type to Learn 4 program. Students MUST begin with the first "mission" and continue from there.
Students will get familiar with the program and may type for 10 minutes. Review good posture tenants with students. Take a few minutes to review the location of the most important keys on the keyboard (delete, space key return(enter), shift, home row)
Lesson Plan (takes two weeks)
Using Pages, students will create a target diagram to organize the Universe. This is a great way to show kids how they can organize their thoughts with pictures, diagrams, tables, etc.
Open Pages: Type Names at the top of the page.
Using the Shapes Tool - students will add 9 circles. The first circle is made the largest by dragging the corner. Each remaining circle will be made progressively smaller and different colors until you have nine nested circles. Explain the right click function on each circle to make it appear forward or backward so that the circles nest.
Advanced: Add a table at the bottom to show another way to organize this same information.
Let students explore Word Clouds using this program.
- Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer.
- Students may create a Word Cloud for their favorite book.
Have students add their name.
Save and Print.
Week of September 24-28, 2012
Introduction to Type to Learn - Students will be given usernames and passwords. Students will get familiar with the program and may type for 10 minutes. Review good posture tenants with students. Take a few minutes to review the location of the most important keys on the keyboard (delete, space key return(enter), shift, home row)
Lesson Plan (takes two weeks)
Using Pages, students will create a target diagram to organize the Universe. This is a great way to show kids how they can organize their thoughts with pictures, diagrams, tables, etc.
Open Pages: Type Names at the top of the page.
Using the Shapes Tool - students will add 9 circles. The first circle is made the largest by dragging the corner. Each remaining circle will be made progressively smaller and different colors until you have nine nested circles. Explain the right click function on each circle to make it appear forward or backward so that the circles nest.
Advanced: Add a table at the bottom to show another way to organize this same information.
Week of September 17-21, 2012
Lesson #4 from workbook - Problem Solving
Computer Hardware Assessment quiz. Students should sit quietly and take this quiz. Then review in class. Collect at the end of the review.
Review FILE MANAGEMENT - Folders, Grades, Teacher File, Student File (Save this for when I return)
Introduce Type to Learn 4 via the Brightlink and show students each category of each mission.
Begin Type to Learn 4 program. Students MUST begin with the first "mission" and continue from there.
Week of September 10-14, 2012
Lesson #2 from workbook - Parts of the Computer
Review Parts of the Computer
Students will complete the Computer Hardware Assessment page and hand in to teacher
For 10 minutes, students will use BBC Dance Mat typing for warm up before a timed typing quiz.
Have students go to PowerTyping.com and take the keyboard quiz using the Qwerty keyboard. Teacher should review each evaluation on the student desktop screen.
Introduce Type to Learn 4 - Students will be given their username and password
Week of September 3-7, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
Review Rules
Review parts of a Computer (CPU, Mouse, Keyboard, Monitor, Printer)
This week, ‘gamify’ education with the popular simulation, Oregon Trail. This serves a dual purpose:
Teach about Westward expansion to tie in with class unit
Teach about problem solving (see article at end of lesson)
Before beginning, students download ‘Oregon Trail’ Word doc from network folder (where you put it). Save-as to student folder (see doc on next pages). Keep open on computer so students can toggle between program and doc.
As students play the simulation, toggle between questions and game to type answers to questions (explain how to use ‘over-type’ on ‘insert’ key).
If program freezes (older version doesn’t play well with Win7), teach students:
Alt+F4 toclose down and start
Ctrl+Alt+Del, Task Manager to close down and start over
Alt+tab to cycle through open screens if Oregon Trail hidden
Check taskbar if Oregon Trail falls asleep and/or disappears
Use a splitter if students are collaborating on a game
As you teach, incorporate lesson vocab.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Can’t find answers in the game? Draw on information learned in class and/or Ctrl+click links on page 2 of questionnaire.
When time is up, print worksheet and close to desktop. Tuck chairs under desk, headphones over tower; leave station as you found it.
Remind students every week to transfer knowledge to classroom or home.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
PowerPoint
Week of March 4th-April 1st or Lesson 24-28 in workbook
Begin PowerPoint slideshows with a discussion on your topic. We're doing ours on government, focusing on the three to be discussed in the classroom—monarchies, democracies, dictatorships. Students will finish the year by creating a PowerPoint slideshow on Governments around the world.
We filled in the storyboard as a group as follows:
3rd_PP_pieces.gif
They will have this week to research and then three weeks to create a slideshow (PowerPoint or similar, i.e., Google Docs) that shares their understanding of government with classmates, including illustrations and images that aid comprehension. Students may work in groups.
Show sample slideshows from last year. This always excites students.
Pass out storyboard that sorts evidence into required categories (see sample at end of lesson). It includes facts, definitions and details, all of which students have covered in class conversations, textbooks, library resources, videos, personal inquiry. They need to do no research for this project. But, provide several internet websites they can visit if necessary (see Extension section of lesson).
With students in their groups, go over storyboard:
Put group member names and teacher at top
Only answer questions with a line next to it
Leave completion of Slide 8—About the Author—for later
Open storyboard on Smartscreen and go over questions as a group. Solicit student ideas, answers, thoughts. Write them in their spot on storyboard.
Encourage critical thinking. Solicit input from students who have lived under a monarchy or a dictatorship
When finished going over answers, give students the balance of class to add their thoughts, additional research, extra details.
When students finish, have them review their notes and revise as necessary to be sure they answer questions. Storyboard will be submitted with completed rubric at the end of this project.
If students finish, go to government websites listed on class start page.
Students then created the slideshow following the storyboard
Discuss program layout—slides on the left, slide they’re working on in middle. What do students remember from 2nd grade?
Add 9 slides. Watch them populate on left.
Before filling in slides, discuss difference in writing with PowerPoint and Word:
Element
PowerPoint
Word
Purpose
Presentation
Word processing
Basics
Graphics-based Design is important to content Layout communicates Few words, lots of images
Text-based Design is secondary to content Layout may detract from words Primarily words communicate
Sentences
Bulleted, phrases
Full sentences with proper conventions
Content
Slides cover basics, to remind presenter what to say
Thorough discussion of a topic. Meant to be complete document
Use
As a back-up to presentation
As complete resource
Presentation
Speaker presents with their back to the slideshow
Speaker reads from document
Add your own thoughts.
Click Slide #1 and add title ‘Governments’ (or your title). Click to add subtitle—student name and teacher
Slide 2: Table of Contents—add entire list from storyboard. Use bullet list—capitalize each bullet; push enter to add new bullet
Slide 3 through 9 will correspond to the Table of Contents. Enter the titles in the same order and always capitalize the first letter of each word in heading. Fill in bullet points from storyboard.
Slide 10—The End in WordArt
Don’t worry about pictures. Get typing done first.
Done? Go to Slide #1. Test out a variety of backgrounds and select one that fits topic. Notice all slides change to that background
But, we want at least three slides to have different backgrounds. Right click on another background to select it for a single slide.
Animate each slide title with ‘Animation’—only titles. Discuss the word ‘animate’. What does it mean?
Add a picture to reinforce what the text says. Pictures can be static or moving—discuss the difference. PowerPoint calls the moving ones ‘movies’ but sometimes they’re called ‘animated gifs’.
To each slide: add two pictures, one moving and one static. Use clipart or Google images for static. Use ‘movies’ for moving. Show students how to tell difference (movies have star in lower right corner). Make sure image message matches text.
To each slide: select ‘transition’ from menu bar. Discuss what ‘transition’ means. What’s the prefix ‘trans-‘ indicate? What are other trans- words? Select a transition you like.
Before leaving slide, go to right end of ribbon and check box ‘after’; make it 5 seconds. This will auto-advance the slideshow without clicking mouse
Repeat these steps for each slide, with a different transition
Push F5 to test slideshow. Does it auto-advance? If not, go into the slide where it stopped; check that you have transition auto-advanced.
When done, complete grading rubric/check list with a partner. Grade each other’s slideshows using the rubric. Discuss and make suggestions.
Submit rubric with storyboard. Presentations start next week. Presentations include eye contact, no umms, no slang (see check list on rubric)
Do practice run. This can also be done with partners. Go through presentation. Match speed of slideshow (under auto-advance) with speed of presentation
Continually throughout the class, check for understanding. Expect students to solve problems and make decisions.
Students present slideshows to class following this grading rubric:
government_presentation.jpg
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
A few things have changed in creating wallpaper since the book was published, so I'm going to update it. If that's a problem for anyone, follow the directions in the book. Or send me a note through the discussion board.
Start with a discussion on 'What is wallpaper? Why change it?'. This might start because students see that the wallpaper changed, are excited by it and ask, 'How?' (Love that entry)
Here are five options for creating wallpaper with students--all student-directed and authentic (see examples on pg. 79):
One: Right click on Windows desktop; go to ‘personalize’, ‘desktop background’ and pick one. Depending upon your version of Windows, this may differ slightly.
Two: Go to ‘Pictures’ folder on computer; double click picture you like to open in Windows Photo Viewer. Right click and select ‘set as desktop background’
Three: Go to one of the many wallpaper websites (‘wallpaper’ is another term for ‘desktop background’) and download one. Try National Geographic—they have beautiful nature wallpapers.
Four: Go to internet; right click on a picture you like and select ‘set as desktop background’
Five: Create your own in the school’s drawing program (KidPix, Paint, TuxPaint, or other).
This lesson enables students to personalize their station--important in taking responsibility for their own learning.
Done? Have students practice keyboarding on installed software or an online website.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start by practicing keyboarding. Remind students of good habits.
Continue with Speak Like a Geek presentations. Everyone who hasn't gone, will go today
Sign up for Google Earth Board presentations--they start next week. See full directions in text, pg. 72-77)
Discuss ASCII art with students
what is it
why learn it (to improve keyboarding, to have fun with keyboarding, to create art)
have students find an internet image that aligns with a topic being discussed in class (i.e., westward expansion). To work best, it should be graphic, no background, not too busy (see robot example on pg. 72 of text)
Create ASCII art
add a watermark of a picture that aligns with class conversations (the robot example is from 5th grade robotics)
select keyboard keys to type over the image until it's completely covered
change colors to reflect shadows, shades in drawing, etc.
delete the watermark
save and print
If this goes well, students will have a new-found enthusiasm for keyboarding!
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Warm up with keyboarding on installed software or online website
Continue with Board Presentations (if you're doing this)
start formulas in Excel. As an example, create a formula that will add two numbers.
Our formula: = c4+c5
Our data:
type the number 99 in c4
type the number 33 in c5
the formula looks like this:
excel_f.png
|| excel_f.png ||
Formula Steps
To add 99 and 33 and have the answer appear in cell c6:
Type an equal sign in cell c6.
Click on cell c4 with the mouse pointer.
Type a plus sign in cell c6.
Click on cell c5 with the mouse pointer.
Press the ENTER key on the keyboard.
The answer should be present in cell c6.
Even though you see the answer as a number, if you click on that cell you will see our formula in the formula bar above the work area.
Here's a sample worksheet (pg. 70 of text):
excel.png
excel.png
Experiment by replacing numbers, see how Excel recalculates the answer.
Use math problems students are currently working on
This is a good tie-in for pre-programming, logical thinking, critical thinking
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Take a class survey (here, it's about student favorite classes) and create a graph (using F11). Then format the chart:
excel_graph.jpg
excel_graph.jpg
This data became this graph:
excel_graph2.jpg
excel_graph2.jpg
If possible, tie into a class conversation. For example, if students collected data on a science experiment, use this for the table and chart.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
We will create a magazine to support classroom inquiry into Indigenous Cultures (as an example--see samples on pg. 63-66):
Discuss why students would use Publisher over a word processing program or PowerPoint
Discuss projects students have completed in the past in Publisher
Open Publisher
Select one of the 'Quick Publications' for the cover sheet
Add the title, your name, teacher name, date and a picture of either Navajos or Egyptians
mag1.png
Go into the Master
add a border (or a 'frame' as Publisher calls it in 2007)
add a footer with your name and the page number
Exit the master
add 4 pages
add a Table of Contents to pg. 2
mag2.png
add a banner title to pg. 3--Navajo--in WordArt
mag3.png
add a banner title to pg. 4--Egyptians--in WordArt
add two pictures at the bottom of the page on the assigned topic
add a final 'the end' page with Wordart and a collage of pictures
mag4.png
Done? Fill out the grading rubric to be sure you have everything.
mag5.png
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start or continue Speak Like a Geek presentations. This is as much about learning tech vocabulary as presentation skills.
Warm up with keyboard practice. Goal is 15 wpm in third grade with good habits.
fingers on home row (feel the bump on f and j)
elbows at sides
body in front of keyboard
fingers stretch for keys closest to them
Homework for the month is due. Submit via email, Discussion Board, or however you have arranged with students
Review internet research basics from Lesson 13 (keywords, reliable websites)
Review safe use of the internet from video watched in Lesson 13 (the 'digital neighborhood')
Discuss extensions on websites--how do they indicate reliability (What's .gov, .edu, .org, .net, .com?)
Demo how to use an asterisk in a sentence to get the answer to a question (see inset on page 60)
Before letting students begin in research, have a quick discussion on plagiarism--what can they/can't they copy from the internet and how. There is a thorough lesson plan for third graders on this topic in the K-8 Digital Citizenship curriculum from Structured Learning.
Using a topic being studied in the classroom, have students visit the research websites on Page 62 and take notes on the topic with copy-paste and crediting the author.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Warm up with typing on installed software or online programs
Review speed quiz. Common problems
use thumb for spacebar
use all hands
no flying fingers/flying hands
don't put the paper over the screen
Start Speak LIke a Geek Presentations (if this is after the holiday)
review grading
review who will be next week
Discuss the layout of the planet
we identify locations with a system of latitudes and longitudes--lats and longs
show students what these look like on Google Earth
Show the major lats and longs
show how you can zoom in and get a detailed lat and long to within a few feet
show students how to find a location by their lat and long (as they will do on the worksheet)
Students open Google Earth. Work in pairs to complete the worksheet on pg. 59
Extra time: Discuss where Santa lives
Where is North Pole; what's it's lat and long
discuss the difference between true north and relative north
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Take the quiz together. Discuss as answering questions. Show students how the results can be emailed to teacher (for future quizzes)
Have a list of websitesthat support class discussion or the holiday theme to have students go to. Remind them:
stay in the neighborhood
ignore bling
don't talk to strangers
Encourage them to try to solve their own problems
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Finish Problem solving board presentations and/or sign up for Speak Like a Geek presentations (details pg. 52-53 in text)--start these after the holiday
Review Speak Like a Geek and have sign-up materials available. Presentations start after the holiday.
Last week, you created a holiday story in Word. This week, students will use Publisher (or another Desktop Publishing software) to create a card
Have students select the template and the color schemes, then click 'Create'
If this is their first year using Publisher cards, have them edit only page two (add a holiday image) and pge four (add their name)
If they made cards in 2nd grade, they can also edit the greeting
Print
Show them how to fold it
When done, keyboard practice in DanceMat Typing to prepare for speed quiz next week
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Review Speak Like a Geek and have sign-up materials available
Prepare a brief poem in Word that ties in with the holiday
Decorate it with clipart. Add a border. Add a title using Wordart
Print and save
Done? Practice keyboarding on installed software or online sites
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Discuss what are tables and why are they used. Share common ways people use tables. Why might tables assist in organizing information? Relate tables to purposes students might be familiar with, i.e., sports rosters
Open Word--add heading. Why a heading
Add title--centered. This should be a topic that ties in with classroom conversation. I'm using 'landforms'.
Model adding a table, then add column headings and row categories. Discuss why headings and categories
Have students add table
Fill table in together with info learned in class. Fill in 'Landform' and 'Examples' columns first week, 'Pictures' second week
Done? practice keyboarding using installed software or online website
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Open story started last week. Problems? Help students figure out where they might have saved their story--'documents', class file rather than theirs?
Clear all spelling errors. Show students how to add teacher name to dictionary
Remind students what a 'rebus' is. They will find three words and replace them with pictures that show the word. Model this: Find the word 'pumpkin'. Delete it by double-clicking. Show that the cursor is blinking there and that's where the picture will go. Add clipart of a 'pumpkin' to communicate the idea.
Add three pictures that fit the story.
Pick two common words in story and find synonyms. Model this first so students can see how it works.
Change font size/color/type for three words. Model first.
Remind students how to add a border--they did this last year. Model first.
Before printing, fill out rubric on pg. 45. You as teacher can use this for grading.
Check print preview before printing--is everything on one page? How can students adjust story so it fits on one page (usually it's the image size)
Should students 'save' or 'save-as'?
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Discuss what a rebus is with students. How do we communicate ideas? How do non-verbal communications sometimes work better than words?
Display the story on pg. 42 of text (or write your own). There are misspellings--leave them.
Ask students to use right click tools to:
correct spelling
find synonyms for crossed out words
Give students the rest of the class to finish the Halloween story. They will decorate it next week.
Remind them to use the same writing skills they learned in class for this story
Remind them to use good typing habits any time they sit down at the computer to type
Those who finish: practice keyboarding on installed software or an online site here
Leave stations as students found it
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Warm up with the keyboard program of your choice. See choices here.
October homework started. Review. Take questions.
Oct. 8th: Review Hardware quiz. What's the Mulligan Rule? (they can retake any quiz for full credit)
Question Board starts w/o Oct. 15th. Do students know their question and presentation date? Model a presentation. Make sure students know they can get help from you if they've tried everywhere else. Review details on pg. 28-30.
Review location of keys on pg. 33
Oct. 15th: Start Problem Solving Board. Review how students should present (tie into class discussion on this if possible). Review grading. Take three students each week.
Open MS Word—2 weeks for this project
Review layout, tools, ribbons. Remember lessons from last year.
Review what a Graphic organizer is. Discuss what it does, how it helps learning
Select a topic being discussed in class (where students live, biological classification, sets and subsets, etc.)
Add heading and tittle, Where We Are (see sample on pg. 34)
Add the target Smart Art
Add notation for each layer
Add a sentence about each location under graphic organizer
Format--this is the fun part for students
save to network file folder. Review the difference between save and save-as. What do they do the first time they save (Oct. 8th)? What do they do Oct. 15th?
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page for those who finish early
Extension: Instead of this, do MS Word Assessment (I've heard from teachers they require assessments for school admin. This is a good opportunity to complete one).
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Hardware quiz today (pg. 18 in text). Give them only 10 minutes. Expect correct spelling.
If student didn't do as well as hoped for, they can retake
Take this opportunity to review hardware-based problem solving
While students finish, have others practice keyboarding on the program of your choice
Discuss the importance of shortkeys in problem-solving (ask them why. Explain how shortkeys provide more options for reaching a solution). See pg. 25 for a list
Question board starts in two weeks. These are the most common tech-based problems they'll run into when using computers
review guidelines (see pg. 24)
review wall posters of problem-solving (i.e., backspace-date, save-save as, etc)
see templates you can use for sign up on pg. 28-29
review grading rubric on pg. 30
have students sign up while practicing keyboarding
Done? Go to sponge sites that support classroom discussion on a topic (arranged ahead of time). See this list for age-appropriate themed websites
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
review speed quiz from last week. Which class was fastest? Post that on the Keyboard Board. Reivew universal problems you observed (i.e., flying hands, flying elbows)
practice keyboarding with TTL4 or similar program that allows you to monitor progress (free program:Typing Web)
review homework--sent via email. We'll discuss that today
Discuss email
demo if possible on lab software (gmail, Outlook--even if they aren't connected)
See pg. 22 of text for details on what/how to cover
review hardware for next week's quiz (see pg. 18 for sample quiz)
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
this is the first one students will have (they don't take them in K-2)
warm up with Dance Mat Typing or Nimble Fingers or another keyboard program of your choice
Open MS Word (introduced last year). Review screen, ribbons, tools. Take time to explain this word processing program
Add heading as prescribed by your needs (name, teacher, date, etc)
Provide a speed quiz to type from (see sample, pg. 19). Students type for 5 minutes
During: Watch students for good typing habits (posture, elbows at sides, hands on home row, etc)
End: Have students type word count at bottom (find it in lower left of doc) and spell check. Review this skill
Extra: Mental math--how many wpm did they type?
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
That's about all we get through in this class. Because students are new to MS Word, reviewing the skills takes more time than it will in later years.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
go to school webpage (if available--i.e., Schoology, Veracross, etc.)
log in
change PW
Explore 'classes'. Go through tech class page
find discussions and comment
Take pictures or show students how to copy from the school directory and paste into their network folders
When picture done, take a binder.
Decorate cover in KidPix
add page with PWs
Review hardware
parts of computer
how do they connect
common problem-solving issues
Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1.See samples on pages 28-30, list of common problems on pg. 26.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
Cat_paws.gif
PowerPoint
Week of April 16th-May 31st or Lesson 24-28 in workbook
Test the hypothesis: 3rd grade students type faster than they handwrite. Discuss each step in the scientific method, what each would be in this experiment, share alternate hypothesis, collect data—which will be shared next week--and adjust thinking based on the experiment
We began our PowerPoint slideshows on Governments with a discussion on government, focusing on the three to be discussed in the classroom—monarchies, democracies, dictatorships (I’m a big ahead, but must be to get the slideshows done for Open House)
Students will finish the year by creating a PowerPoint slideshow on Governments around the world.
We filled in the storyboard as a group as follows:
3rd_PP_pieces.gif
Students then created the slideshow following the storyboard
Students presented their slideshows to the class following this grading rubric:
government_presentation.jpg
Venn Diagram
Week of March 26th-April 2nd or Lesson 13, 15 in workbook
Sign up at the front of the classroom for the Question Board before 9/23 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/3. See below for samples:
Week of April 19th Follow below or Lesson 23 (keyboard skills) in workbook
1.Announce fastest keyboard class 2. Announcefastest keyboard 3rd grader 3.WPP submittal—3rd Grade—Easter Story 4.those who finish, go to TTL4 5.those who finish, go to volcano pics on 5th grade start page 6.those who finish, go to
Week of Nov. 16th or Lesson 15 (internet research) in workbook
1.TTL3 2.Question Board 3.Visit How to Survive websites for summative project (find list under K-4—3rd grade—How to Survive 4.Those who finish: visit grammar-adjective websites on internet start page
1.Dance Mat Typing 2.pass out binders; add your name and seat (keep flash drives here if you’d like) 3.Homework due today at midnight 4.Top keyboarding class: Ms. B 5.Top keyboarder Arabella 6.Question Board 7.Google Earth
a.Take tour of Mr. Bland’s Excellent Adventure (open with Google Earth)
Mr. Bland's Excellent Adventure.kmz
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
WCS Third Grade
Holiday Greetings
Week of Nov. 11thLesson 11 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion ButtonAnd, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Tables II
Week of Nov. 4th Lesson 10 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Tables
Week of October 28th Lesson 9 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button. And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Word Story II
Week of October 21stLesson 8 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Word Story 1
Week of October 14thLesson 7 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's monthly--join for a month and drop out when you want to).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
- Remember: Homework due at end of each month.
- Problem Solving Board presentations today (and every week). See grading rubric under Lesson #4. Are there any problems presenters are having (i.e., not speaking loudly enough)? Review before today’s presentations for the benefit of all.
- Start Word project—Week 1 of 2. Open MS Word (or your school word processing program. Be sure it allows for insertion of pictures). This project will review what students know.
- Start with heading—name, teacher, date. Why is a heading helpful?
- Use keyboard shortcut for date (Shift+Alt+D).
- Copy story on next page (see inset) including crossed out words and misspellings—don’t change them! As students type, display it on SmartScreen.
- Remind students: Every time they use the computer, practice good keyboarding skills.
- What are red, green and blue squiggly lines? Demonstrate how to use right-click to correct misspellings, grammar errors. Have them do this also.
- Explain a ‘synonym’. Can anyone suggest synonyms for crossed out words ‘little’ and ‘fun’? Why is ‘little’ not very descriptive? A mouse is little compared to an elephant, but not so little compared to a grasshopper. Think of the word ‘old’. Students consider twenty old. Others consider it young. What’s a better description that everyone would get? Scribe to SmartScreen the terms students think up. Pick one. How does it tweak meaning? Is this your intention? Now try synonyms for ‘fun’ as a group. Now have students add more synonyms to their story.
- Next, add sentence(s) to story that include detail on character(s), setting, plot. It should develop experiences or events using descriptive detail and clear event sequences. Demonstrate what this means and have students add sentence(s) to their story.
- Finally, add an ending sentence that provides a sense of closure. Demonstrate what this means. Have students add closing sentence.
- Next week, students will finish story and decorate.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- Those who finish: Practice Home row using online keyboard program. Third grade goal: 15 wpm.
- Remind students to maintain correct posture, legs in front; hands in home row, fingers curved over keys every time they sit at the computer—not just for keyboard practice.
- As you teach, incorporate lesson vocab.
- Save (Ctrl+S). What’s the difference between ‘save’ and ‘save-as’? When do you ‘save’ and when ‘save as’?
- Close down to desktop (Alt+F4).
- Remind students every week to transfer knowledge to the classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Graphic Organizers II
Week of Oct. 7thLesson 6 in Workbook
- Practice keyboarding with DanceMat Typing or Nimble Fingers (Google name for website). Only homerow this first month! Review good posture tenants with students.
- Problem Solving Board presentations start today. Remind students what is required in a presentation (see rubric at end of Lesson 4). Follow agreed-upon discussion rules (per Common Core Standards—ask questions respectfully, listen to others with care, speak on topic one at a time).
- Discuss presentations. What have students learned about presentations?
- This is Week 2 of 2 on graphic organizers. Students can sit in their groups if doing this project in that manner. See samples in text.
- Continually throughout the class, check for understanding. Expect students to solve problems and make decisions.
- Remind students to save early/save often. Why? What does this accomplish? (see poster in text).
- Finish labeling each layer. Remember grammar/spelling.
- Format graphic organizer to reflect student unique communication of information.
- Save project to student file folder; save-as to flash drive (if available). Why save a second copy? Prompt students to understand why they ‘save’ once and ‘save-as’ the next time.
- Print (Ctrl+P); close Word (Alt+F4)
- As you teach, incorporate lesson vocab. Check this item if you did that today!
- Those who finish: Go to websites on an inquiry topic. Check appendix for list by subject. Remind students how to use the internet safely.
- Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More- How do I determine keyboarding speed? If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
- I back into it from Common Core requirements in 4th/5th grade. If students are required to type a page at a sitting in 4th grade, that's about 300 words. 300 words for a student who types 15 wpm is 20 minutes sitting without a break.
- Discuss this with students. Can they type for that long without taking a break? If they can't how could they solve this (learn to type faster)
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
- Take Tech into the Classroom--you will want to go to the student classrooms as a visual that tech is to be used there, too, not just in the lab. This is a good list of what to cover when you're there. Give yourself at least 25 minutes so you can take questions and get students to model using the classroom computers. Be ready for the class teacher to learn along with the students!
- Three overarching topics you'll want to pay attention to every lesson:Questions? Go to Ask a Tech TeacherCollaboration? Use Discussion Button above.
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Graphic Organizers I
Week of Sept. 30thLesson 5 in Workbook
- Warm up with keyboarding with DanceMat Typing or Nimble Fingers (Google name for website). Only homerow this first month! Review good posture tenants with students.
- Take a few minutes to review most important keyboard keys (see end of lesson).
- Homework has started. Any questions?
- Problem solving Board starts next week. Any questions?
- Review last week’s Hardware Quiz? Any answers routinely missed? What’s the Mulligan Rule?
whats a mulligan.jpg
- Today, we use a word processing program (in this case, Word, but pick any that allows editing of graphic organizers. The lesson is program-neutral as long as it's word processing) to help understand sets. What are sets? Likely, this is a new concept. Ask a few leading questions:
- Is this class made up of boys and girls?
- Do girls in this class have blonde, black, brown hair?
- Is there someone in the class who is a girl and has black hair?
- Here’s a third grade definition: Sets organize membership in groups.
- Start with one student in class—‘Joey’. On SmartScreen, open SmartArt in Word. Pick ‘target’ and put ‘Joey’ at center (see below). Can someone describe Joey?
- He likes soccer
- He has a dog
- He has red hair
- Poll class on who else has these factors. Results will be something like this:
- Have red hair—2
- Like soccer—8
- Have a dog—20
- Now ask everyone in class to stand up. Those who like soccer, remain standing. Everyone else sit down. Those who have a dog and are standing, remain standing. Those with red hair and like soccer and have a dog remain standing.
- Order Target diagram from lowest number (Joey) to highest (class). That means:
In the set of all students in class, Joey is a subset of students who have read hair, like soccer, and have a dog.
MoreI often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Problem SolvingWeek of Sept. 23rdLesson 4 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
Problem solving is a huge concept in tech class. There are so many problems that befuddle students and teachers. De-stress these. Make them normal. Make them an opportunity rather than a disaster.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Intro to Email
Week of Sept. 16thLesson 3 in WorkbookEach lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, each lesson includes domain-specific language that applies to the lesson as well as problems that you'll want to know how to solve. Let me know if you have questions about these.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Parts of the ComputerWeek of Sept. 9thLesson 2 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
- Review parts of computer (see textbook)—quiz in two weeks (the review and the quiz are the same document. You can change that if you want). It will include major parts (CPU, monitor, keyboard, mouse, headphones, USB port, peripherals, important keys. Fill the study guide out as a class and let students know that the quiz looks much like the study guide...
If you have GAFE, students can fill a template of the study guide out while the class reviews for the quiz and have it available online for studying.Can students take the quiz online through TypingTest.com? Sure, but I prefer using the word processing program. It gets us back into the program early in the school year and word processing is a skill many 3rd grade classes require for classwork/homework.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Welcome Back!
Week of Sept. 3rdLesson 1 in Workbook- Tour classroom (click here for pictures of mine). Show students where everything is. Likely, students are used to your set-up by now. Review important posters (see those at end of unit), i.e., difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’ (or whichever you consider most important). Pay special attention to Evidence Boards (see inset picture). This is where you collect evidence that students transferred skills learned in tech class to other classes, home. Let the students know you'll provide more detail later.
- Ask for student suggestions about rules they think help class to run smoothly (see list at end of lesson):
- No excuses; don’t blame people; don’t blame the computer
- No food or drink around computer. Period.
- Respect the work of others and yourself
- Make sure list includes Common Core class discussion guidelines such as 1) listen to others, 2) take turns speaking, 3) wait to be called on before speaking.
- Review computer hardware (this should be easy for students. Let them come up with all the information):
- Mouse—left and right buttons, mouse wheel, click and double click, hover, drag-and-drop
- CPU—point out power button, CD drive, USB port
- Monitor—point out power button, screen
- Headphones—point out volume control and show how to adjust
- Keyboard—point out home row, F4, enter, spacebar (see list of important keys under Lesson 5)
- Power buttons—on monitor and CPU. Know the difference
- Station number—behind monitor (or wherever yours is)
- Review how hardware causes problems and what to do about it (again, by 3rd grade, students should know this information):
- Mouse—not plugged in, light off on bottom, asleep (and computer doesn’t seem to work)
- Headphones—not plugged in, using wrong headphones, volume control
- CPU/Monitor—power off
- Keyboard—if NumLock doesn’t work, keyboard isn’t working
photo.JPG
- Review Problem Solving Board. On the first day, I have these sign ups quite visitble on the walls so students are curious. You may choose to do this online--that works great, too. These are tech problems students should be able to solve by year end, such as (let students know you'll have more on this later):
- Difference between ‘save’ and ‘save as’
- Difference between backspace and delete
- Difference between format and edit
- Review homework policy (see monthly homework in back of text) if you're assigning homework.
- Discuss student tech goals in terms of blended learning—how technology supports education and life. What are student goals? Help them phrase goals organically, as authentic tasks:
Not: I want to learn PowerPointRather: I want to learn to communicate more effectively
- Continually throughout class, check for understanding.
- Expect students to solve problems and make decisions.
- Remind students to transfer knowledge to classroom or home.
- Have you answered the Essential Question? Have you covered the Big Idea?
- Tuck chairs under desk, headphones over tower; leave station as you found it.
MoreWeek of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Research on the crayfish. Students are reintroduced to Nettrekker.Explore creative ways to report about crayfish: Voicethread;
Glogster.edu;
Week of April 29-May 3, 2013
Continued: Students will practice using keynote to create slides for chapel using various worship songs.Skilss include adjusting for font styles and size; importing backgrounds; shade tool.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 22-26, 2013
Students will practice using keynote to create slides for chapel using various worship songs.
Skilss include adjusting for font styles and size; importing backgrounds; shade tool.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 15-19, 2013
Students will practice using keynote to identify and describe crayfish within the classroom.This lesson involves some research skills. Students may use Instagrok from the previous week.
Week of April 8-12, 2013
Introduce students to InstaGrok a research tool that allows the student to visually map out research.Choose a topic that is currently being used in science class: Crayfish?
Continue with Type to Learn 4
Week of April 1-5, 2013
Easter BreakWeek of March 25-29, 2013
Introduction to KEYNOTE/POWERPOINT - Final ClassKeynote presentation - Students will present their keynote to the class. Students will be expected to face the audience, introduce themselves, introduce the topic, speak loudly and clrealy and answer questions. POSITIVE critiquing only! This is a learning experience for the students and an opportunity to develop speaking skills.
Week of March 18-22, 2013
Introduction to KEYNOTE/POWERPOINT - CONTINUEDKeynote presentation - Students will present their keynote to the class. Students will be expected to face the audience, introduce themselves, introduce the topic, speak loudly and clrealy and answer questions. POSITIVE critiquing only! This is a learning experience for the students and an opportunity to develop speaking skills.
Week of March 11-15, 2013
Introduction to KEYNOTE/POWERPOINT - CONTINUEDKeynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote. 2 Slides per planet.
Week of March 4-8, 2013
Introduction to KEYNOTE/POWERPOINT - CONTINUEDKeynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote. 2 Slides per planet.
Week of February 11-15, 2013
Introduction to KEYNOTE/POWERPOINT
Keynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote.
Week of February 4-8, 2013
Introduction to KEYNOTE/POWERPOINTKeynote Introduction - Students will create a keynote presentation on the solar system. This lesson will take several weeks to complete and incorporates a current class unit. First lessons will include research skills using Nettrekar. Students will learn to save images to their file folder while doing research. They will also need to investigate distance and measurements of the inner and outer planets. Students will then create a presentation using Keynote.
Week of January 28-February 1, 2013
Shadows All Around Us – Lesson will review the Drawing toolbar and shadow styles in PAGES. Students will manipulate the drawing tools and shapes to create shadows. Smartboard Lesson:Groundhog Day and Shadows Type To Learn 4 Continued. Hand placement and posture will be revisited.
Week of January 14-18, 2013
Emphasis on Keyboarding skills
Students will continue with Type to Learn 4.Students will continue practicing with Nettrekker for Research skills: President's report. Solar System.
Week of January 7-11, 2013
Presidents Report - share Nettrekker and how to use this resource.
Brainpop - US Presidents.Students will use Nettrekker to find and print an image of their president to use for their reports.
Week of December 3-7, 2012 though December 10-14, 2012
Holiday cards using Pages. Students will create their own holiday cards.
Students will learn to use templates, clip art, font styles and color, alignment.
Students have their pictures taken with a digital camera and then learn to incorporate the JPEG image into a holiday card.
Right Click; Copy image. Right Click; Paste Image
Students will also learn how to vertically and horizontally align a text box.
Week of November 26-30, 2012 - December 2012
Continued from last week - this lesson incorporates using the table and research on Indians.
Week of November 19-23, 2012
Lesson 9-10 of workbook
Week of November 12-16, 2012
No School - Veteran's Day Weekend
Week of November 5-9, 2012
Common Sense Media: Digital CitizenshipDigital Life
Students are introduced to their roles as digital citizens in an online community where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment.
Students will:
Unit: Digital Life
My Online Community
Students will:Follow the Digital Trail
Students will:Week of October 29-November 2, 2012
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Unit 2: Security
Keep it Private
Students will:Week of October 22-26, 2012
Common Sense Media: Digital CitizenshipSafety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Unit 1: Safety
Staying Safe Online
Students will:Learn to recognize websites that are good for them to visit.
Recognize if they should ask an adult they trust before they visit a particular website.
Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.Week of October 8-12, 2012
Lesson #5 from workbook - Graphic Organizers - Continued from September 24th.Introduction to Type to Learn - Students will be given usernames and passwords. Username: First Name and Last Name (all one word - no spaces.
Password: wcs
Introduce Type to Learn 4 via the Brightlink and show students each category of each mission.
Students will get familiar with the program and may type for 10 minutes. Review good posture tenants with students. Take a few minutes to review the location of the most important keys on the keyboard (delete, space key return(enter), shift, home row)
Lesson Plan (takes two weeks)
Using Pages, students will create a target diagram to organize the Universe. This is a great way to show kids how they can organize their thoughts with pictures, diagrams, tables, etc.
Open Pages: Type Names at the top of the page.
Using the Shapes Tool - students will add 9 circles. The first circle is made the largest by dragging the corner. Each remaining circle will be made progressively smaller and different colors until you have nine nested circles. Explain the right click function on each circle to make it appear forward or backward so that the circles nest.
Advanced: Add a table at the bottom to show another way to organize this same information.
This lesson is an introduction to File Management
Review FILE MANAGEMENT - Student Folders, Grades, Teacher File, Student File
Week of October 1-5, 2012
Lesson Introduction to Word Clouds
Week of September 24-28, 2012
Introduction to Type to Learn - Students will be given usernames and passwords. Students will get familiar with the program and may type for 10 minutes. Review good posture tenants with students. Take a few minutes to review the location of the most important keys on the keyboard (delete, space key return(enter), shift, home row)Lesson Plan (takes two weeks)
Using Pages, students will create a target diagram to organize the Universe. This is a great way to show kids how they can organize their thoughts with pictures, diagrams, tables, etc.
Open Pages: Type Names at the top of the page.
Using the Shapes Tool - students will add 9 circles. The first circle is made the largest by dragging the corner. Each remaining circle will be made progressively smaller and different colors until you have nine nested circles. Explain the right click function on each circle to make it appear forward or backward so that the circles nest.
Advanced: Add a table at the bottom to show another way to organize this same information.
Week of September 17-21, 2012
Lesson #4 from workbook - Problem Solving
Week of September 10-14, 2012
Lesson #2 from workbook - Parts of the Computer
Week of September 3-7, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
Oregon Trail
Week of April 22nd-29thLesson 31-32 in workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
MS Word--Book Report
Week of April 8th-15thLesson 29-30 in workbook
1. Type book report
- a. Title page
- b. Header
- c. Double-space
2. those who finish, go toPost-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
PowerPoint
Week of March 4th-April 1stor Lesson 24-28 in workbook
Design is important to content
Layout communicates
Few words, lots of images
Design is secondary to content
Layout may detract from words
Primarily words communicate
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Wallpaper
Week of Feb. 25thLesson 23 in workbook
A few things have changed in creating wallpaper since the book was published, so I'm going to update it. If that's a problem for anyone, follow the directions in the book. Or send me a note through the discussion board.
Start with a discussion on 'What is wallpaper? Why change it?'. This might start because students see that the wallpaper changed, are excited by it and ask, 'How?' (Love that entry)
Here are five options for creating wallpaper with students--all student-directed and authentic (see examples on pg. 79):
- One: Right click on Windows desktop; go to ‘personalize’, ‘desktop background’ and pick one. Depending upon your version of Windows, this may differ slightly.
- Two: Go to ‘Pictures’ folder on computer; double click picture you like to open in Windows Photo Viewer. Right click and select ‘set as desktop background’
- Three: Go to one of the many wallpaper websites (‘wallpaper’ is another term for ‘desktop background’) and download one. Try National Geographic—they have beautiful nature wallpapers.
- Four: Go to internet; right click on a picture you like and select ‘set as desktop background’
- Five: Create your own in the school’s drawing program (KidPix, Paint, TuxPaint, or other).
This lesson enables students to personalize their station--important in taking responsibility for their own learning.Done? Have students practice keyboarding on installed software or an online website.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
ASCII Art
Week of Feb. 18thLesson 22 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel Formulas
Week of Feb. 4th-11thLesson 20-21 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel Graphs
Week of Jan. 28thLesson 19 workbook
This data became this graph:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Magazine in Publisher
Week of January 7th-21stLesson 16-18 (workbook)
We will create a magazine to support classroom inquiry into Indigenous Cultures (as an example--see samples on pg. 63-66):
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Research
Week of January 1stLesson 15 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Google Earth--Lats and Longs
Week of December 17thLesson 14 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Intro to the Internet
Week of December 10thLesson 13 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Greetings
Week of December 3rdLesson 12 of workbook
Last week, you created a holiday story in Word. This week, students will use Publisher (or another Desktop Publishing software) to create a card
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Thanksgiving Greetings
Week of Nov. 19-26thLesson 11 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Tables
Week of Nov. 5th-12thLesson 9-10 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Halloween Rebus
Week of Oct. 29thLesson 8 of workbook
- Problem-solving Board presentations
- Open story started last week. Problems? Help students figure out where they might have saved their story--'documents', class file rather than theirs?
- Clear all spelling errors. Show students how to add teacher name to dictionary
- Remind students what a 'rebus' is. They will find three words and replace them with pictures that show the word. Model this: Find the word 'pumpkin'. Delete it by double-clicking. Show that the cursor is blinking there and that's where the picture will go. Add clipart of a 'pumpkin' to communicate the idea.
- Add three pictures that fit the story.
- Pick two common words in story and find synonyms. Model this first so students can see how it works.
- Change font size/color/type for three words. Model first.
- Remind students how to add a border--they did this last year. Model first.
- Before printing, fill out rubric on pg. 45. You as teacher can use this for grading.
- Check print preview before printing--is everything on one page? How can students adjust story so it fits on one page (usually it's the image size)
- Should students 'save' or 'save-as'?
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Halloween Rebus
Week of Oct. 22ndLesson 7 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Graphic Organizers
Week of Oct. 8th-15thLesson 5-6 of workbook
- Warm up with the keyboard program of your choice. See choices here.
- October homework started. Review. Take questions.
- Oct. 8th: Review Hardware quiz. What's the Mulligan Rule? (they can retake any quiz for full credit)
- Question Board starts w/o Oct. 15th. Do students know their question and presentation date? Model a presentation. Make sure students know they can get help from you if they've tried everywhere else. Review details on pg. 28-30.
- Review location of keys on pg. 33
- Oct. 15th: Start Problem Solving Board. Review how students should present (tie into class discussion on this if possible). Review grading. Take three students each week.
- Open MS Word—2 weeks for this project
- Review layout, tools, ribbons. Remember lessons from last year.
- Review what a Graphic organizer is. Discuss what it does, how it helps learning
- Select a topic being discussed in class (where students live, biological classification, sets and subsets, etc.)
- Add heading and tittle, Where We Are (see sample on pg. 34)
- Add the target Smart Art
- Add notation for each layer
- Add a sentence about each location under graphic organizer
- Format--this is the fun part for students
- save to network file folder. Review the difference between save and save-as. What do they do the first time they save (Oct. 8th)? What do they do Oct. 15th?
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.Extension: Have websites that tie into classroom discussion on the class internet start page for those who finish early
Extension: Instead of this, do MS Word Assessment (I've heard from teachers they require assessments for school admin. This is a good opportunity to complete one).
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Problem Solving
Week of Oct. 1stLesson 4 of workbook
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Email
Homework
Week of Sept. 24thLesson 3 of workbook
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Keyboarding
Hardware
Week of Sept. 17thLesson 2 of workbook
- Review parts of the computer (see pg. 18)
- Keyboard speed quiz
- this is the first one students will have (they don't take them in K-2)
- warm up with Dance Mat Typing or Nimble Fingers or another keyboard program of your choice
- Open MS Word (introduced last year). Review screen, ribbons, tools. Take time to explain this word processing program
- Add heading as prescribed by your needs (name, teacher, date, etc)
- Provide a speed quiz to type from (see sample, pg. 19). Students type for 5 minutes
- During: Watch students for good typing habits (posture, elbows at sides, hands on home row, etc)
- End: Have students type word count at bottom (find it in lower left of doc) and spell check. Review this skill
- Extra: Mental math--how many wpm did they type?
- As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
That's about all we get through in this class. Because students are new to MS Word, reviewing the skills takes more time than it will in later years.As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extension: Have websites that tie into classroom discussion on the class internet start page.
Close down to desktop, headphones over tower, chairs tucked under.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Class Intro
Question Board
Week of Sept. 10thLesson 1 of workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
PowerPoint
Week of April 16th-May 31stor Lesson 24-28 in workbook
Test the hypothesis: 3rd grade students type faster than they handwrite. Discuss each step in the scientific method, what each would be in this experiment, share alternate hypothesis, collect data—which will be shared next week--and adjust thinking based on the experiment
- We began our PowerPoint slideshows on Governments with a discussion on government, focusing on the three to be discussed in the classroom—monarchies, democracies, dictatorships (I’m a big ahead, but must be to get the slideshows done for Open House)
Students will finish the year by creating a PowerPoint slideshow on Governments around the world.Venn Diagram
Week of March 26th-April 2ndor Lesson 13, 15 in workbook
Info for thought:
http://library.thinkquest.org/CR0210182/hardships.html
- What was the weather like
- What diseases they faced
- What hardships they faced
- Mistakes they made along the Trail
http://library.thinkquest.org/6400/- Why did settlers head out this way
- What were the covered wagons like
- Life along the Trail
http://www.isu.edu/~trinmich/Sites.html- Map of the trail
- Historic sites
- Hardships
- Why settlers headed out this way
http://www.beavton.k12.or.us/greenway/leahy/ot/landmarks.htm- Landmarks
http://www.beavton.k12.or.us/greenway/leahy/ot/guidebook.htm- Why settlers headed out this way
- What the wagons were like
- Hardships
- Diseases
http://www.historyglobe.com/ot/otmap1.htmA map of the Oregon Trail
http://www.over-land.com/trore.html
Many links for more information
http://www2.scholastic.com/browse/collateral.jsp?id=1019&type=Book&typeId=3871
Westward to Home: Joshua's Oregon Trail Diary
Web 2.0 Communication Tools
Venn Diagram
Week of March 19thLesson 16-18 (workbook)
Remember the QR People we created in October? Let's scan them!
- Overview of the iPads
- remove carefully from cart
- correct treatment of iPads--handle carefully, don't drop, don't touch screen with anything other than your finger
- open, home, tap apps to make them open
- explore iPad. Open a few apps
- Find 'scan' app
- Can't find it? Use search
- show how to use Scan app
- See if you can guess who the person is on the wall
- Use the iPad Scan app to see if you guessed correctly
Done? Start Venn DiagramMagazine in Publisher
Week of Feb. 13th-March 12thLesson 16-18 (workbook)
We will create a magazine to support classroom inquiry into Indigenous Cultures:
Excel Formulas
Week of Jan. 30th-Feb. 6thLesson 19-21 (workbook)
- To multiply 10 to 20 and have the answer appear in cell E1:
- Type an equal sign in cell E1.
- Click on cell D1 with the mouse pointer.
- Type an asterisk sign ( * ) in cell E1.
- Click on cell D2 with the mouse pointer.
- Press the ENTER key on the keyboard.
- The answer 200 should be present in cell E1.
- Even though you see the answer in cell E1, if you click on that cell you will see our formula in the formula bar above the work area.
Here's a sample worksheet we worked from:This data became this graph:
Typing Practice
Week of Jan. 23rdor Lesson 7-8 in workbook
Water Usage--Excel
Week of Jan. 16thor Lesson 7-8 in workbook
Open Excel
- Open template
water conservation wkly tally.xlsx
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not FoundWater Cycle
Week of Jan. 1st-Jan. 8thLesson 6 in workbook
- Review Speak Like a Geek--starts next week
- Review Dec./Jan. homework
- Start water cycle diagram in Word using SmartArt
Review hardware for upcoming quiz. Students fill out a study guide, go over as a group. Use it to study for quiz.MS Word Story
Week of Dec. 5th-12thor Lesson 11-12 in workbook
xmas_letter.gif
Done? Try these holiday-themed websites:Speed Quiz
Survival on Landforms
Week of Nov. 28thLesson 9-10 in workbook
- Take T2 speed quiz
- Review November homework--submit to dropbox on your own this time!
- Visit websites on Survivals List
How to survive on a landform--3rd grade.docx
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not FoundSubmit Homework to Dropbox
Tables in Word
Week of Oct. 31st, Nov. 14thLesson 9-10 in workbook
- landform games
- African rivers
- Ocean floor animations
- Deserts and the Colorado River
- Rivers from Space
Those who are finished may create a Thanksgiving card in Publisher.QR Codes
Week of Oct. 10th-24thor Lesson 4-5 of workbook
Question Board
Google Earth Lats and Longs
Week of Oct. 3rdLesson 4-5 of workbook
Speed quiz
Google Earth Lats and Longs
Week of Sept. 26thLesson 3 of workbook
Keyboarding
EMO log-in
MyFalcon log-in
Week of Sept. 19thLesson 2 of workbook
Class Intro
Question Board
Week of Sept. 12thLesson 1 of workbook
Here's the grading rubric:
PowerPoint
Week of April 18th-May 31stor Lesson 24-28 in workbook on Internet math websites
Students will finish the year by creating a PowerPoint slideshow on Governments around the world.
Click on this widget to download the storyboard
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
=
=
Miscellaneous
Week of April 11thor Lesson 22 in workbook on Internet math websites
- Review the new Schoology website
- Continue with Speak like a Geek (see below)
- Visit Animated Atlas to watch westward expansion in the US)
- Print But I Was Here First magazine from Publisher
- Review top keyboarders in fourth grade
- Visit Big List of Great Kids Websites, go to fourth grade and enjoy
==
Oregon Trail
Week of March 21st-28thFollow below or Lesson 4 in workbook
1.Speed quiz
2. Play the simulation Oregon Trail with a partner
Info for thought:
http://library.thinkquest.org/CR0210182/hardships.html
- What was the weather like
- What diseases they faced
- What hardships they faced
- Mistakes they made along the Trail
http://library.thinkquest.org/6400/- Why did settlers head out this way
- What were the covered wagons like
- Life along the Trail
http://www.isu.edu/~trinmich/Sites.html- Map of the trail
- Historic sites
- Hardships
- Why settlers headed out this way
http://www.beavton.k12.or.us/greenway/leahy/ot/landmarks.htm- Landmarks
http://www.beavton.k12.or.us/greenway/leahy/ot/guidebook.htm- Why settlers headed out this way
- What the wagons were like
- Hardships
- Diseases
http://www.historyglobe.com/ot/otmap1.htmA map of the Oregon Trail
http://www.over-land.com/trore.html
Many links for more information
http://www2.scholastic.com/browse/collateral.jsp?id=1019&type=Book&typeId=3871
Westward to Home: Joshua's Oregon Trail Diary
4. Test your typing speed
Magazine in Publisher
Week of Feb. 14th-March 14thLesson 16-18 (workbook)
We will create a magazine to support classroom inquiry into Indigenous Cultures:
==
Excel Formulas
Week of Jan. 24th-Feb. 9thLesson 19-21 (workbook)
- To multiply 10 to 20 and have the answer appear in cell E1:
- Type an equal sign in cell E1.
- Click on cell D1 with the mouse pointer.
- Type an asterisk sign ( * ) in cell E1.
- Click on cell D2 with the mouse pointer.
- Press the ENTER key on the keyboard.
- The answer 200 should be present in cell E1.
- Even though you see the answer in cell E1, if you click on that cell you will see our formula in the formula bar above the work area.
Here's a sample worksheet we worked from:This data became this graph:
Internet Security
Hardware Quiz
Week of Jan. 17thor Lesson 14 in workbook (vocabulary quiz, keyboarding)
Speed Quiz
Speak Like a Geek
Water Cycle in MS Word
Week of Jan. 3rd-10thLesson 5-6 in workbook
=
=
Excel Drawing
Week of Dec. 6th-13thor Lesson 11-12 in workbook
The secret picture comes out like this:
Question Board
DTP Holiday Card
Week of Nov. 29thor Lesson 11-12 in workbook
DTP--Holiday Card
Week of Nov. 8th-15thor Lesson 9-10 in workbook
How to survive
3rd Grade ‘Survivor’ Unit
In the Jungle
Jungle survival
Orangutan Island game
Life and death in the jungle
Jungle
Survive a rainforest
In the Desert
Desert survival
Deserts
Moab Desert
Canyon obstacle
In the Mountains
Survive a snowstorm
Everest and beyond
The Andes
An avalanche
How to find water
How to avoid hypothermia
In the Prairies
Savanna predators
How to find dinner
How to send a smoke signal
In the Ocean
Life and Death
Survive a shipwreck
In the Rivers
Raging Rapids
General
Build a Tornado
Build a Volcano
Fear—Man vs. Wild
Man vs. Wild—the game
MS Word Tables
Week of Oct. 25th-Nov. 1stLesson 9-10 in workbook
MS Word Story
Week of Oct. 11th-18thor Lesson 7 in workbook
Here's a grading rubric:
(from SL technology curriculum, 3rd grade, pg. 25)
MS Word Tables
Week of Oct. 4thor Lesson 5-6 in workbook
Google Earth Lats and Longs
Week of Sept. 20-27thLesson 3 in workbook
=
Question Board--Tech Problem Solving
Week of September 13thor Lesson 1-2 in workbook
Here's the grading rubric:
MS Word--Book Report
Week of April 26th-May 24thLesson 29-30 in workbook
1. Type book report
- a. Title page
- b. Header
- c. Double-space
2. those who finish, go toKeyboarding
WPP
Week of April 19thFollow below or Lesson 23 (keyboard skills) in workbook
1. Announce fastest keyboard class
2. Announce fastest keyboard 3rd grader
3. WPP submittal—3rd Grade—Easter Story
4. those who finish, go to TTL4
5. those who finish, go to volcano pics on 5th grade start page
6. those who finish, go to
Online Keyboarding
WPP
Week of April 12thFollow below or Lesson 14 (keyboard skills) in workbook
1. WPP submittal—2. those who finish, go to TTL4 or
3. those who finish, go toOregon Trail
Week of March 15-29thFollow below or Lesson 4 in workbook
1. WPP – summative assessment on Native Americans
2. Oregon Trail with a partner
http://library.thinkquest.org/CR0210182/hardships.html
- What was the weather like
- What diseases they faced
- What hardships they faced
- Mistakes they made along the Trail
http://library.thinkquest.org/6400/- Why did settlers head out this way
- What were the covered wagons like
- Life along the Trail
http://www.isu.edu/~trinmich/Sites.html- Map of the trail
- Historic sites
- Hardships
- Why settlers headed out this way
http://www.beavton.k12.or.us/greenway/leahy/ot/landmarks.htm- Landmarks
http://www.beavton.k12.or.us/greenway/leahy/ot/guidebook.htm- Why settlers headed out this way
- What the wagons were like
- Hardships
- Diseases
http://www.historyglobe.com/ot/otmap1.htmA map of the Oregon Trail
http://www.over-land.com/trore.html
Many links for more information
http://www2.scholastic.com/browse/collateral.jsp?id=1019&type=Book&typeId=3871
Westward to Home: Joshua's Oregon Trail Diary
3. TTL4
4. Test your typing speed
Internet--Grammar websites
Week of March 8thFollow below or Lesson 11 (Holiday card in Publisher) in workbook
1. TTL4
2. Test your typing speed
3. Animated Atlas
4. any grammar websites on start page
- 1. Dolch Site Word Activities
- 2. Grammar—Adjectives
- 3. High-frequency words—hangman
- 4. High-frequency words—practice
- 5. Spelling practice—use with spelling words
- 6. Stories with Dolch Words
- 7. Vocabulary Fun
5. EMO6. Lesson 11--greeting card in Publisher for St. Patrick's Day
WPP
Keyboard practice
Week of March 1stFollow below or Lesson 22 (Internet math websites) in workbook
1. WPP Online--enter narrative writing about Myths
2. TTL4--practice typing. You should be up to Lesson 4 by now.
3. EMO
WPP
Week of Feb. 22ndFollow below or Lesson 19-21 (Excel basics) in workbook
WPP
Week of Feb. 1st-8thFollow below or Lesson 19-21 (Excel basics) in workbook
1. WPP Online—Story of a Drop of Water
- a. Type
- b. Do lessons
2. Done? EMO or math websites on internet start pageWPP
Speed Quiz
Week of Jan. 25thFollow below or Lesson 19-21 (Excel basics) in workbook
1. TTL4
2. WWP—introduce
- a. Weather
- b. Favorite sport
- c. Holiday story
3. Results of speed quiz—check my blog- a. Hint: Fastest class: M at 10.53
- b. Fastest 3rd grader: Ryan
- c. Most improved 3rd grade class: H at 9.4
4. Ryan—help me find your picture5. Done? EMOor math websites or word study
WPP
Week of Jan. 18thfollow below or Lesson 16-18 (Magazine in Publisher) in workbook
1. TTL4
2. WPP—introduce
3. Done? EMOor math websites or word study (from internet start page)
MS Word--paragraphs
Week of Jan. 11thfollow below or Lesson 16-18 (Magazine in Publisher) in workbook
1. TTL4--introduce2. MS Word—type paragraph
- a. Print
- b. save
Done? EMOor math websites on start pageMS Word--numbered lists
Week of Jan. 4thfollow below or Lesson 16-18 (Magazine in Publisher) in workbook
1. MS Word—New Year’s resolutions
- a. Numbered list
- b. Up to ten
- c. Add border if finished
- d. Add pictures if finished
- e. Print
- f. save
2. Dance Mat Typing or Typing Web3. EM or math websites on internet start page
MS Word--type a story
Week of Dec. 7th-14thLesson 8 in workbook
1. MS Word—typing test
- a. Print
- b. save
2. Holiday story in MS Word—the one you bring from class- a. Open new doc
- b. Heading
- c. Title
- d. Font 18
- e. Any font look
- f. Type only—we’ll decorate next week
Done? Noradsanta.comInternet--survival websites
Week of Nov. 30thLesson 15 in workbook
1. TTL3
2. Question Board
3. Visit How to Survive websites for summative project (find list under K-4—3rd grade—How to Survive)
How to survive
3rd Grade ‘Survivor’ Unit
In the Jungle
http://adventure.howstuffworks.com/survival/wilderness/jungle-survival.htm
http://animal.discovery.com/tv/orangutan-island/game/game.html
http://dsc.discovery.com/survival/games/life-death-jungle/life-death-jungle.html
http://kids.discovery.com/fansites/serious/jungle/jungle.html
http://www.ehow.com/how_2242569_survive-rainforest.html
http://adventure.howstuffworks.com/survival/wilderness/how-to-find-water.htm
http://videos.howstuffworks.com/discovery/6791-man-vs-wild-fear-video.htm
In the Desert
http://adventure.howstuffworks.com/survival/wilderness/desert-survival.htm
http://kids.discovery.com/fansites/serious/desert/desert.html
http://dsc.discovery.com/videos/man-vs-wild-moab-desert.html
http://videos.howstuffworks.com/discovery/28208-man-vs-wild-moab-desert-canyon-obstacle-video.htm
http://adventure.howstuffworks.com/survival/wilderness/how-to-find-water.htm
http://adventure.howstuffworks.com/survival/wilderness/how-to-send-smoke-signal.htm
http://videos.howstuffworks.com/discovery/6791-man-vs-wild-fear-video.htm
In the Mountains
http://adventure.howstuffworks.com/10-ways-to-survive-a-snowstorm.htm
http://dsc.discovery.com/convergence/everestbeyond/game/game.html
http://kids.discovery.com/fansites/serious/andes/andes2.html
http://videos.howstuffworks.com/discovery/30814-about-avalanche-school-video.htm
http://adventure.howstuffworks.com/survival/wilderness/how-to-find-water.htm
http://adventure.howstuffworks.com/survival/wilderness/how-to-avoid-hypothermia.htm
http://videos.howstuffworks.com/discovery/6791-man-vs-wild-fear-video.htm
In the Prairies
http://dsc.discovery.com/fansites/manvswild/game/game.html
http://videos.howstuffworks.com/discovery/7202-survival-zone-predators-in-the-savanna-video.htm
http://adventure.howstuffworks.com/survival/wilderness/5-ways-to-snare.htm
http://adventure.howstuffworks.com/survival/wilderness/how-to-send-smoke-signal.htm
http://videos.howstuffworks.com/discovery/6791-man-vs-wild-fear-video.htm
In the Ocean
http://dsc.discovery.com/survival/games/life-death-sea/life-death-sea.html
http://adventure.howstuffworks.com/how-to-survive-a-shipwreck1.htm
http://videos.howstuffworks.com/discovery/6791-man-vs-wild-fear-video.htm
In the Rivers
http://dsc.discovery.com/videos/man-vs-wild-raging-rapids.html
http://videos.howstuffworks.com/discovery/6791-man-vs-wild-fear-video.htm
Build a Tornado
http://dsc.discovery.com/convergence/tornado/interactive/interactive.html
Build a Volcano
http://dsc.discovery.com/convergence/pompeii/interactive/interactive.html
Internet--Survival websites
Week of Nov. 16thor Lesson 15 (internet research) in workbook
1. TTL3
2. Question Board
3. Visit How to Survive websites for summative project (find list under K-4—3rd grade—How to Survive
4. Those who finish: visit grammar-adjective websites on internet start page
Publisher--cards
Week of Nov. 9thLesson 10, 12 in workbook
1. TTL3
2. typing test.com—on start page
3. Publisher
- a. Make a card
- b. Save and print
4. Visit landform websites on internet start page5. visit math websiteson internet start page
Poetry--Internet
Week of Nov. 2ndLesson 13 in workbook
1. Question Board
2. Cinquain poem—website
- a. Create a poem
- b. Copy-paste it into the ‘shape poem’ site
- c. print
3. TTL34. Free time
MS Word--Tables
Week of Oct. 26thLesson 9-10 in workbook
1. Question Board
2. Landforms table in Word. Finish next week
3. TTL3
4. Free time: visit math websites and hereon internet start page
MS Word--Tables--Landforms
Week of Oct. 19thLesson 9-10 in workbook
MS Word--Writing stories
Week of October 5thLesson 7-8 in workbook
1. TTL3
2. pass out binders (keep flash drives here if you’d like)
3. Review October Homework--due October 31st
4. Question Board
5. Story in Word
- a. Must make sense
- b. Have characters (describe them), setting (where is it—describe this), plot (problem, resolution), climax, ending
- c. Good grammar and spelling
- d. Review grading rubric
6. Free time: visit math websites on internet start pageGoogle Earth Lats and Longs
Google Earth tours
Week of Sept. 28thLesson 3 in workbook
1. Dance Mat Typing
2. pass out binders; add your name and seat (keep flash drives here if you’d like)
3. Homework due today at midnight
4. Top keyboarding class: Ms. B
5. Top keyboarder Arabella
6. Question Board
7. Google Earth
- a.Take tour of Mr. Bland’s Excellent Adventure (open with Google Earth)
Mr. Bland's Excellent Adventure.kmz
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found8. Free time: visit math websites on internet start page
Flash Drives
MS Word Review
Tech Problems--Question Board
Week of September 21stLesson 5-6 in workbook
1. TTL3
2. sign up for Question Board during TTL3
3. Speed quiz for Ms. Burchill
- a. Spell check
- b.Save—lastname grade Q1
- c. Print
4. How to use flash drive5. MS Word—wk 2 of 2 (first for Burchill)
MS Word Diagrams
Week of September 14thLesson 5-6 in workbook
1. TTL3—warm up
2. Speed quiz
- a.Spell check
- b.Save—lastname grade Q1
- c.Print
3. Meet start page4. Meet wiki
5. Sign up for Question Board by end of week
6. MS Word—wk 1 of 2
Intro to Tech
Week of September 7thLesson 1-2 in workbook